Predictores del desempeño en lectura y escritura de niños de primer grado. Predictors of reading and writing achievement in first graders.
Revista de Psicología
January 20, 2017
Studied the relation of teaching methods, student characteristics, task complexity, and achievement on reading and writing tasks among 288 male and female 1st-grade students in Mexico. Data on student sociodemographic variables, academic performance, and reading and writing ability were obtained by questionnaire and from school records and on teacher characteristics by questionnaire. The results were evaluated according to presence of physical problems (use of glasses or hearing aids or diagnosed speech impediments), private or public school, number of times in 1st grade, final grade in Spanish and in math, average grade for all subjects, and teacher's judgment about reading and writing skills, as well as number of yrs teacher had been teaching and teaching methods. Multiple regression analysis and other statistical tests were used. The results indicate that 40 percent of variance in reading–writing scores are explained by teacher's judgement, presence of visual or auditory defects, and final average in Spanish course. Implications for developing teaching and learning methods are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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- Ramírez, A. B., Verdugo, V. C., & Sánchez, B. (2000). Predictores del desempeño en lectura y escritura de niños de primer grado. Predictors of reading and writing achievement in first graders.. Revista de Psicología, 18(2), 295-314. Retrieved from http://revistas.pucp.edu.pe/index.php/psicologia/article/view/6097